DRUG ADDICTION(PSYCHOLOGY 451)

Course Objectives, Organization, & Requirements

Copyright 2014 Dr. Michael A. Bozarth, Department of Psychology, State University of New York at Buffalo

The study of addiction involves three core disciplines . . .

Motivational Psychology

Behavioral Neuroscience

Psycho-pharmacology

DrugAddiction

Learning Objectives

Attitude & Subjective Appraisal Concepts & Terminology Analytical Methods Factual Knowledge

Overall objective is to develop a fundamental understanding of drug addiction with an emphasis on depth rather than breath of knowledge

(Detailed and specific course objectives are listed on the course syllabus.)

Course Content

Overview of fundamental concepts Detailed examination of two

prototypical drug classes psychomotor stimulants (e.g., cocaine) opiates (e.g., heroin)

Emphasis on biological mechanisms Possible generalization to some other

addictive drugs

Course Content (cont.)

Not covered in the course many psychoactive drugs

marijuana MDMA (ecstasy) hallucinogens alcohol nicotine & caffeine

diagnosis & treatment of addiction possible nonchemical “addictions”

The course is divided into three main learning modules

Module-1: Essential Background for the Study of Addiction Phenomenology of drug addiction Key concepts fundamental to understanding

addiction Drug action and classification

Module-2: Theories of Addiction and Methods of Scientific Study

Module-3: Biological Basis of Drug Addiction

Background & Prerequisites

General Psychology conditioning & learning theory biological mechanisms of behavior social factors involved in behavior clinical psychology & personality theory

Research Methods & Statistics experimental design principles of scientific inference

Biopsychology or Behavioral Neuroscience Survey course/module on Drug Abuse or

equivalent background is very helpful

Instructional Format

Assigned readings (primary learning ‘tool’) Online podcasts & lecture slides (mandatory

assignment) Lectures (primarily Q & A with mini lectures) Discussions (limited to main themes & implications) Some videos (introductory case studies) Class attendance essential but not mandatory Internet & UBlearns access mandatory Participation in UBlearns Discussion Boards is highly

recommended Will be using a modified “flipped classroom” approach

for most of the course

Modified “Flipped-Classroom” Approach

Combines elements of the “flipped classroom” with traditional programmed instruction

Read the assigned text Listen and view the audio/slide presentations Question and discuss the material

attending in-class Q & A sessions and mini-lectures using the online discussion forums

Test comprehension on short learning units Review material for the entire thematic module Evaluate understanding with major in-class

examEvaluate overall comprehension with final examination

Readings

Textbook installments available at Jacob’s Copy Center throughout the semester availability announced in class chapter study guides are available online readings should be completed before class meeting

Podcasts & lecture slides available on UBlearns Other online material available through UBlearns

and from the Addiction Science Network website Reserve list at UGL may be used Student is responsible for ‘mastering’ the material

and asking questions for clarification

Course Grade Based on three exams (20% each) administered

during regularly scheduled class periods grades are not “curved” but based on absolute

grading criteria (A- = 90%, B- = 80%, etc.) exams are allotted the full class period exams typically 75 to 90 objective-type questions exams are somewhat ‘speeded’ like the GREs

Online quizzes (10% total, minimum 10 quizzes) Comprehensive final exam (30% or 75% of the

overall course grade, performance based)

Grade assignment from the instructor’s point of view: “C-level” students demonstrate a basic

competency in the subject matter being able to explain where and how prototypic addictive drugs work to produce an addiction

“B-level” students are able to explain how scientists know this to be true citing pertinent empirical evidence

“A-level” students can defend this position in a lively debate against and ‘educated’ opponent

Term Exams (3 x 20%) major emphasis on readings and lecture

material but material discussed in class may also be included as well as material from the Discussion Boards

make-up exams allowed only under exceptional circumstances and with prior approval of the instructor and must be accompanied by verifiable written documentation for the absence

Quizzes (10%) major emphasis on online lecture material

(i.e., podcast & slide content) but may also include material from the assigned readings

make-up quizzes not allowed once begun must be completed within the time

allotted open book/open note but insufficient time

allowed for looking up some answers scores from the lowest two quizzes will be

dropped from the grade computation which includes exams not completed because of student or technical errors

Final Exam (30% or 75%) comprehensive exam covering the entire course

content (last final exam consisted of 240 questions)

administered during final exams week constitutes either 30% or 75% of the overall

course grade based on individual student performance if the score on the final exam exceeds the average of

the term exams and quizzes, then the final exam will constitute 75% of the overall course grade

otherwise the final exam will constitute 30% of the overall course grade

Course Difficulty This is an upper level (elective) psychology course that places

responsibility for ‘learning’ largely on the student The course becomes progressively more difficult for most students

later concepts build on earlier concepts more material to learn, more difficult reading (e.g., details & level of analysis) more biological orientation

Past course grades average “C+” 40 to 48% “A’s & B’s usually 10 to 14% “A’s” a few students have managed perfect or

near perfect exam scores (even on Exam #3)

60%

70%

80%

90%

Exam #1 Exam #2 Exam #3

Mea

n E

xam

Sco

re

Modified flipped-classroom approach

Workload

Students should expect to spend an average of 6 to 9 hours weekly outside of class meetings on a regular basis throughout the semester and more time in preparation for the exams some students may require considerably MORE

study time depending on their academic ability a few students can perform well with less study

time (better students who could master the basic material in less time tend to be working towards higher grades which necessitates expending comparable time to students struggling just to earn course credit)

It can be done!

A few students have passed a comprehensive exam based on the overall course content with a score of 80% or better after studying the text on their own for two weeks or less and without the aid of the study guides, lecture slides, podcasts, or consultation with the instructor Because of the unique content of this course, they

had no more advanced preparation for the exam than other academically talented (and hard working) students in our department

There is no excuse for failure other than an unwillingness to do the work consistently throughout the semester

Questions???

More detailed information is available in the course syllabus, including specific learning objectives, detailed lecture schedule, and statements on academic integrity and expected classroom behavior

Post general questions regarding course organization and related issues to the appropriate Discussion Board on UBlearns

E-mail confidential questions directly to me with “PSY451” included in the subject heading

www.AddictionScience.net/PSY451syl.htm

What’s the course about???

What does the term “addiction” mean? What drugs are considered addictive by this

definition? What does the term “drug abuse” mean?

What drugs are considered abused by this definition?

What does the term “dependence” mean? What are some examples of dependence?

Common Definitions of Key Terms

addiction: to use compulsively or uncontrollably; to enslave

abuse: to use wrongly or improperly habit: a constant, often unconscious,

inclination to perform some act, acquired through its frequent repetition

addiction liability/potential: the tendency to develop/produce an addiction

Common Definitionsof Key Terms (cont.)

dependence: state of being determined, influenced, or controlled by something else; subordination to someone or something needed or greatly desired; required for normal physiological or psychological function physical/physiologic/physiological psychological/psychic

What’s in a Name?

Compare the course title/subject matter (i.e., Drug Addiction) vs. the National Institute on Drug Abuse

Therein lies the difference—this course is about drug addiction not drug abuse

Key Concept

Addiction potential is a property of . . . the drug? the individual? the situation/circumstances (e.g., social

setting?) The common factor that has been

identified is the drug

Key Concept

Some important characteristic of a drug’s action is critically involved in producing an addition

Attempts to identify personality characteristics, social environment, etc. have been far less successful than identifying common characteristics of drug action

Why Study Prototypic Addictive Drugs?

Determine characteristics of addiction Refine definitions of addiction

typical characteristics defining attributes

Develop scientific understanding of addiction behavioral processes biological mechanisms

The Yin and Yang of Addictive Drugs

The “Yin” Addictive drugs take

a horrific toll on humanity personal social economic

The “Yang” But addictive drugs

also provide probes for understanding brain function addictive drugs

provide a tool for probing the mind and its underlying neurochemical and neuroanatomical basis

From Smith et al., 1998. From Bozarth, 1987.